Moral Development Scale Research Articles

Academic Honesty and Its Relationship to Moral Development Among University Students

The aim of the research was to identify 1- Speech honesty among university students. 2- Significance of statistical differences for academic honesty according to the variable (sex, specialization) 3- Moral development among university students. 4- Significance of statistical differences for moral development according to the variable of gender, specialization) 5-The statistically significant relationship between academic honesty and moral development among university students. To achieve the objectives of the research, the researcher adopted the following: - The researcher built the academic honesty scale according to the definition and theory (Kaplan & Maehr) (2007), as well as adopting and translating the moral development scale (Conway & Love, 2016) 9 Also, adopting and translating the moral development scale ( Conway & Love, 2016). The researcher applied the scale to a sample of (300) students, with (195) males and (105) females for year r2022-2023 and the results were as follows: 1. Undergraduate students have academic honesty. 2- There are no statistically significant differences in moral development according to the variable (sex) and there are significant differences academic specialization 3- University students enjoy moral development. 4-are no statistically significant differences in moral development according to the variable of specialization (sex). 5- There is a correlation between academic honesty and moral development among university students.

Predictor Role of Parental Neglect On Socio-Emotional And Moral Development And Behavioral Problems In Children

The purpose of the present study was to examine parental neglect as a predictor of socio-emotional and moral development and behavioral problems in children. The participants of the study consisted of 266 parent-child dyads in Hatay, Turkey. The data collection instruments included a Socio-Demographic Information Form, which was administered to both the parents and their children. In addition, children were administered the Social-Emotional and Moral Development Scale, whereas the parents were administered the Child Behavior Checklist and Multidimensional Neglectful Behaviors Scale. According to the stepwise regression analysis, it was found that the number of children the parents had, behavioral problems in children, nationality and duration of stay of Syrian parents in Turkey, and parental neglect predicted socio-emotional and moral development in children. In terms of behavioral problems in children, parents’ age, educational status, and neglectful behaviors, in addition to children’s socio-emotional and moral development, were found to be the significant predictors. The results of the study may shed light on the associations among parental neglect and the socio-emotional and moral development and behavioral problems in children for school authorities and mental health professionals in a cosmopolitan population with high levels of immigration.

İşbirlikli Öğrenmenin Sosyal, Duygusal ve Ahlaki Gelişim Üzerindeki Etkisi

It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.

Hubungan Antara Perkembangan Moral dengan Perilaku Prososial Pada Remaja di Perguruan Ki Hajar Dewantara Kotapinang

The purpose of this study was to look at the relationship between moral development and prosocial behavior in adolescents. The dependent variable in this study was prosocial behavior and the independent variable Moral Development. The population in this study were all students of class X SMK Ki Hajar Dewanatara Kotapinang, amounting to 392 samples in this study as many as 70 students / I of Ki Hajar Dewantara college Kotapinang. The sampling technique used purposive sampling. Measuring instruments used are the Moral Development scale and Prosocial Behavior scale using a Likert scale. Data management in this study uses Pearson product moment correlation techniques. The results of the study showed a correlation of 0.825 with p <0.000, this means there is a significant positive correlation between moral development and prosocial behavior. This means that the better the moral development, the higher the prosocial behavior, on the contrary the worse the moral development is the prosocial behavior. The determinant coefficient of the correlation is R2 = 0.681, which means that moral development contributes effectively to prosocial behavior by 68%, while the remaining 31.9%. mood. The hypothetical mean in this study for the moral development variable was 65 and for the prosocial behavior variable was 65. The empirical mean for moral development was 86.86 and the prosocial behavior was 85.51.

Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students.

Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities (n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

BackgroundMoral competencies are essential for nursing work. Professional identity is a set of values and beliefs that a person has about her/his job, which includes moral values as well. The development of moral competencies and formation of professional identity in nursing students occurs mainly during their college years. The aim of this study was to investigate the relationship between moral competencies and the formation of professional identity among nursing students.MethodsThis study was designed as a descriptive-correlational study. The study population was consisted of nursing students who were enrolled in nursing schools at the time of the study. Two hundred and twenty-one nursing students completed the study tools. The research tools were a demographic questionnaire, Moral Development Scale for Professionals (MDSP), and Professional Identity Scale for Nursing Students (PISNS).ResultsThe mean (SD) of MDSP and PISNS scores was 45.69 ± 5.90 and 55.61 ± 12.75, respectively. There was a significant statistical relationship between MSDP and PISNS scores (p < 0.05). A significant equation was found (f (2, 218) = 16.68, p < 0.001) with an R2 of 0.113. The MSDP scores increased 0.136 for each score of PISNS, and married students had 2.452 scores higher than single students.ConclusionsThe positive correlation between the formation of professional identity and development of morality in nursing students indicates that by strengthening students’ professional values, their moral competencies may develop positively.

Do moral development levels of the nurses affect their ethical decision making? A descriptive correlational study

Background In the globalizing world, nurses often meet humans from different cultures and values. This fact has led them to make ethical decisions, which do not comply with their own moral jurisdictions at care setting. Objectives The objective of the study was to investigate the relationships between moral development levels of the nurses and their scores of nursing principled thinking and practical consideration during decision making for ethical dilemmas. Methods This was a descriptive correlational study. Nursing Dilemma Test, Moral Development Scale for Professionals and socio-demographic form were used. Study was conducted with 227 nurses. Ethical considerations: An institutional authorization, an ethics approval from non-interventional ethics committee of the respective university, permission from the authors of the scales used and informed consents from the nurses were obtained in order to conduct the study. Results In this study, nurses were found to be at post-conventional level according to Kohlberg’s moral development theory. Sociodemographic and working characteristics of the nurses have not affected their scores of moral development level and their scores of nursing principled thinking, practical consideration and familiarity (p &gt; 0.05). Nurses take attention for moral principles during decision making although not at a desirable level, and they are relatively affected by environmental factors Conclusion Although nurses are familiar with ethical problems at scenarios including ethical dilemmas, they cannot make decisions in accordance with their moral development levels during decision making for ethical dilemmas. Nurses should be instructed and supported for ethical decision making by recognizing factors that may be effective on their decision making.

Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students

BackgroundResearch into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. ObjectiveTo compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students' engagement in dishonest academic behaviours. DesignA quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. SettingsFive Australian universities. Participants701 occupational therapy students. MethodsStudents completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. ResultsSignificant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students' self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. ConclusionsThe reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.

The Relationships Among Moral Development, Religiosity and Religious Orientation in Students

Morality and Religion are one of the most important dimensions in every ones life, and the level of moral development would affect on the any person's life. This study aimed at examining the relationships between level of moral development and religious orientation in the students of Chamran University of Ahwaz. The sample size is 169 people and sampling method is available. Tools used in this study are Allport's religious orientation questionnaire, level of moral development scale (Ma) and the religiosity scale. Results showed that between the level of moral development in religious attitudes and emotions (P= 0.05 near to significant, r=-0.15) for commitment to religious duties (P= 0.02, r=-0.17) there are negative relationships. As the results showed that there is a relationship between the level of moral development and religious attitudes, emotions and commitment to religious duties, since this relationship is negative, we can conclude that by increasing the level of morality development, with religious attitudes and emotions and a commitment to religious duties will decrease. Discussion and implications of the results are presented in the study.

The Moral Development Scale for Professionals (MDSP)

The Moral Development Scale for Professionals (MDSP)

Construction and testing of the Moral Development Scale for Professionals (MDSP)

Moral development among students is central for nursing education, because nursing is informed by moral ends, and it is essential that professional nurses have a well developed ability for moral behaviour, ethical reasoning and decision making. The aim of this study was to construct a new instrument for measuring moral development according to Kohlberg's theory of moral development among students and professionals, and initially test it for reliability and validity among students in professional education. Thirty-two items following the conventional and postconventional stages in the theory were developed. Different actions for reducing the items were implemented. The final version of the instrument with 12 items was tested for reliability and validity among 326 conveniently chosen students. A Cronbach's alpha coefficient of 0.67 and support for construct validity was obtained.

Construct validity of the Moral Development Scale for Professionals (MDSP)

The aim of this study was to investigate the construct validity of the Moral Development Scale for Professionals (MDSP) using structural equation modeling. The instrument is a 12-item self-report instrument, developed in the Scandinavian cultural context and based on Kohlberg’s theory. A hypothesized simplex structure model underlying the MDSP was tested through structural equation modeling. Validity was also tested as the proportion of respondents older than 20 years that reached the highest moral level, which according to the theory should be small. A convenience sample of 339 nursing students with a mean age of 25.3 years participated. Results confirmed the simplex model structure, indicating that MDSP reflects a moral construct empirically organized from low to high. A minority of respondents >20 years of age (13.5%) scored more than 80% on the highest moral level. The findings support the construct validity of the MDSP and the stages and levels in Kohlberg’s theory.

Examining Ethical Development and Training: Implications For Sarbanes Oxley

The Sarbanes-Oxley Act of 2002 (SOX) is the legislative solution to the recent ethical scandals, such as Enron, ImClone, Adelphia, Tyco, Qwest, Global Crossing, and WorldCom, involving financial and accounting irregularities and fraud. This Act implements extensive changes to public accounting and corporate laws, and expands corporate governance extending the responsibilities of senior executives and board members to include responsibility for a company-wide ethics program. Because of the complexity of ethical behavior, this paper explores values formation and support for ethics training. This study looks to ascertain whether moral maturity is related to age more than it is to training, based on Kohlberg’s Cognitive Moral Development scale as measured by Rest’s Defining Issues Test (DIT), and the variable training and age. This research finds that the N2 score for the over 35 age group is significant: Subjects older than 35 years had a higher N2 score (m-25.66, sd=5.66) than subjects 35 years old or younger (m=21.28, sd=7.12); no significance was reported for training.

The Ethical Framework of Advertising and Marketing Research Practitioners: A Moral Development Perspective

The purpose of this study is to explore the level of moral reasoning characterized by members of the research chain. The study used a moral development scale developed from moral cognition research...

The Moral Development Scale: A Piagetian Measure of Moral Judgment

This paper reports the development and standardization of Piagetian measure of moral judgment, the Moral Development Scale (MDS). The MDS is an individually administered set of tasks designed to assess the overall level of moral reasoning within a Piagetian framework. Evidence for the reliability and validity of scale was obtained by individually administering the MDS to four samples (total N = 270) of children. Overall, the results of the data analysis indicate that the scale has adequate psychometric properties. Data are presented on the scale's reliability and validity as well as norms derived from the cross-validation sample.

Moral development research. A case study of scientific cultural bias.

From the moral development scale scoring manual, Kohlberg’s published works, and the research of his collaborators and others, an analysis was made of the evidence supporting the hierarchy of moral re